Two tasks
Task One: Motivation and
language strategy use
Task Two: Plan an SBI lesson
Motivation & strategy use
WEN, Qiufang
The National Research Center for
Foreign Language Education, BFSU
Topics to be addressed
1. The relation between motivation and
strategy use
2. Major L2 motivation theories
3. Dörneyei’s process model of L2
motivation
4. Dörneyei’s motivational framework
5. Student demotivation
Topic One
The relation between
motivation and strategy
use
Common assumptions
The autonomous learners must be
motivated learners.
Good language strategy users must
be motivated learners
Research findings
Motivation is a precondition for
language strategy use.
Good strategy use may enhance
motivation
Topics to be addressed today
1. The relation between motivation and
strategy use
2. Major L2 motivation theories
3. Dörneyei’s process model of L2
motivation
4. Dörneyei’s motivational framework
5. Student demotivation
Major L2 motivation theories
Gardner’s theory
Dörneyei’s theory
The meaning of ‘motivation
Concerns the direction and
magnitude of human behavior
Why people decide to do
something
How long they are willing to
sustain the activity
How hard they are going to
pursue it
Gardner’s motivation theory (1972)
Motivational intensity
Desire to learn the language
Attitudes towards learning the
language
Attitude/Motivation Test
Battery
Two types of motivation
Integrative motivation
Instrumental motivation
Dörneyei’s process model
of L2 motivation (2000)
Action sequence
Motivational influence
Advantages
Dynamic
Closely link with language
teaching classroom
Topics to be addressed today
1. The relation between motivation and
strategy use
2. Motivation theories
3. Dörneyei’s process model of L2
motivation
4. Dörneyei’s motivational framework
5. Student demotivation
Topic Three
Dörneyei’s process
model of L2 motivation
Action sequence
Preactional phase
Action phase
Postactional phase
I. Preactional phase
Choice motivation that precedes the
launching of action
 Goal
setting
 Intention
 The
formation
initiation of intention enactment
Goal setting
Wishes & hopes
Desires
Opportunities
Intention formation
Intention
Commitment
A manageable action plan

Action schemata

The time frame
The initiation of intention
enactment
Two necessary conditions
 Necessary
 The
means and resources
start condition
II. Actional phase
Subtask generation &
implementation
A complex ongoing appraisal
process
The application of a variety of
action control mechanisms
III. Postactional phase
Causal attributions
Internal standards & the
repertoire of action-specific
strategies
Motivational influences on
the different action phases
Motivational influences on

Goal setting

Intention formation

The initiation of intention enactment

Actions

Postactional evaluation
Topics to be addressed today
1. The relation between motivation and
strategy use
2. Motivation theories
3. Dörneyei’s process model of L2
motivation
4. Dörneyei’s motivational framework
5. Student demotivation
Topic Four
Dörnyei’s motivational
framework
Call for education-friendly
motivation research
Dörnyei’s motivational
framework
Language level
Learner level
Learning situation level
(Dörnyei, 1994)
Why?
Design a comprehensive
construct
Synthesise various lines of
research
Advantage (1)
Three levels coincide with the
three basic constituents of the L2
learning process

The target language

The language learner

The language-learning process
Advantage (2)
Reflect three different aspects of
language:

The social dimension

The personal dimension

The educational subject-matter
dimension
Language level
Integrative motivational subsystem
instrumental motivational
subsystem
Learner level
Need for achievement
Self-confidence

Language use anxiety

Perceived L2 competence

Causal attribution
Learning situation level
Course-specific motivational
components
Teacher-specific motivational
components
Group-specific components
Course-specific motivational
components
Interest (in the course)
Relevance (of the course to one’s
needs)
Expectancy (of success)
Satisfaction (one has in the
outcome)
Teacher-specific motivational
components
Affliative motive (to please the
teacher)
Authority type (controlling vs.
autonomy supporting)
Direct socialization of motivation
Modeling
 Task presentation
 Feedback

Group-specific components
Goal-orientedness
Norm and reward system
Group cohesiveness
Classroom goal structure
(cooperative, competitive or
individualistic)
How to motivate the
students?
Creating the basic motivational
conditions
Generating student motivation
Maintaining and protecting
motivation
Encouraging positive selfevaluation
Creating the basic
motivational conditions
Appropriate teacher behaviors & a
good relation with the students
A pleasant and supportive classroom
atmosphere
A cohesive learner group with
appropriate group norms
Appropriate teacher behaviors & a good
relation with the students
Socializing and shaping the motivation of
the students

Personal characteristics

Verbal & non-verbal ‘immediacy’ behavior

Active motivational socializing behavior

Classroom management practices
A pleasant and supportive
classroom atmosphere
Having ample opportunities to
learn
Steady encouragement
No humiliation when they make
mistakes
A cohesive learner group with
appropriate group norms
Developing norm system that
governs group behavior

Having an explicit norm building
procedure

Discussing it in the whole group

Having a mutually accepted set of ‘class
values’

Specifying the consequences for violation
Generating student
motivation
Enhancing the learners’ languagerelated values and attitudes
Making the curriculum relevant for
the learners
Creating realistic learner beliefs
Enhancing the learners’ languagerelated values and attitudes
The intrinsic value of L2 learning

Arouse the students’ curiosity and attention

Arouse the general interest in ‘foreignness’
and foreign languages
The extrinsic value of L2 learning

Reiterate the role the L2 plays in the world &
its potential usefulness
Making the curriculum relevant for
the learners
Find out the students’ goals and
the topics they want to learn
Build these into the curriculum
as much as possible
Creating realistic learner beliefs
Rectify unrealistic beliefs about
how much progress to expect
Sort out some far-fetched
expectations
Get rid of the preconceived notions
and prejudices
Maintaining and protecting
motivation
Setting ‘proximal subgoals’
Improving the quality of the
learning experience
Increasing the learner’s selfconfidence
Foster learner autonomy
Setting ‘proximal subgoals’
Goals clear and specific
Goals challenging but not far
beyond their abilities
Providing feedback increasing
students’ self-efficacy
Improving the quality of the
learning experience
Increasing the intrinsic enjoyment
of participating in learning tasks
Enhancing the learners’ social
image
Increasing the learners selfconfidence
Foster the belief that the students’
competence is changeable and
controllable
Emphasize what learners can do
rather than cannot do
Give frequent verbal
encouragement
Reduce classroom anxiety
Topics to be addressed today
1. The relation between motivation and
strategy use
2. Motivation theories
3. Dörneyei’s process model of L2
motivation
4. Dörneyei’s motivational framework
5. Student demotivation
IV. Student demotivation
What is demotivation?
 Various
negative influences that
cancel out existing motivation (p.142)
A
demotivated learner
A
demotive
Key terms
Motivation
Amotivation
Demotivaton
Negative influences (1)
Dissatisfacion with grading
and assignments
The teacher being boring,
unorganized and unprepared
Negative influences(2)
The inferior organization of
the teaching material
The teacher being
unapproachable, self-centered,
biased, insulting
Oxford’s study(1998)
Subjects
 250 American students
Instrument
 Essay writing
Data analysis

Content analysis
Essay topics
Learning experiences over a
period of five years
Describe a situation in which you
experienced conflict with your
teacher
Talk about a classroom in which
you felt uncomfortable
Findings
The teacher’s personal relationship with
the students
The teacher’s attitude towards the
course or the material
Style conflicts between teachers and
students
The nature of the classroom activities
Teacher motivation
Very little research on teacher
motivation
The teacher’s level of enthusiasm
and commitment
Planning an SBI Lesson
Planning an SBI Lesson
Course description
Target students
General objectives
Teaching procedures
.
Teaching procedures
Specific Tim T’s
steps e
task
S’s
task
linguisti strate
c
gy
Implementing your lesson plan
Don’t cover the whole cycle of strategy
training (before-, during- and after-)
Select one cluster of strategies which
are most related to your teaching
content: MCA as one unit (Ideal)
Select one phase of your teaching
(Don’t use the whole lesson for strategy
training.)
Strategy-based activities
Strategy-based instruction: A teachertraining manual

Awareness-raising activities
 Get the declarative knowledge

Strategy training activities:
 Practice for the purpose of changing the
declarative knowledge to the procedural
knowledge

Strategy-practice activities
 Procedural knowledge
Strategy-training activities
Precision
Scale 0-5
1. Do not see this word before.
2. I see this word before but don’t
remember it’s meaning.
3. I know it’s meaning but not 100% sure.
4. I know it’s meaning.
5. I can use the word in a sentence.
0
5
Strategy-training activity
Ask the students to measure their level
of vocabulary knowledge of each of new
word
Divide the words into three categories

Level 5
 Learn to use it in speaking and writing

Level 4
 Learn to use it in listening and reading

Level 3
 Get familiar with them
Strategy-practice activity
Ask the students to accomplish
such a task to make sure that the
students do it frequently

Put the new words into three
categories
Tomorrow arrangement
8:00-9:00 Lecture
Six classes will work in different
classrooms



Class one: Multi-media hall
Class two-six in small class rooms
The tutor will show you where is the
classroom after today’s class.
Morning

8:00-9:00 Strategy training models
(lecture)

9:20-11:30 Group teaching in a small
class (4 members) and vote for the best
one to represent each class
 10 minutes for each group
 Team teaching
 The other members play the role of student
Tomorrow arrangement
Afternoon
2:00-5:00

Six SBI lessons (20 minutes each lesson)
 Teachers and students


Which class is going to teach first?
Tutors form a judge panel to decide firstprize winners, second-prize winners and
third-prize winners
Texts for teaching
Class One and Class Two

“Say Yes”
Class Three and Class Four

“Half a day”
Class Five and Six

“The battle again Aid”
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